Interactive Online Modules Research Articles

Interactive Online Modules for Dental Education: A Practical Example of Gagne’s Nine Events of Instruction

Effective and engaging learning experiences are crucial in dental education, especially in the field of dental materials science, as previous approaches were largely through didactic teaching. Interactive online modules have emerged as valuable supplemental tools to enhance dental education. It offers interactive elements, promotes active learning, and provides an immersive, self-paced learning environment. This article highlights the use of Gagne’s Nine Events of Instruction as a practical framework to design and implement interactive online modules in the dental materials science curriculum. Gagne’s model provides a structured approach to instructional design, improving students’ engagement and their learning process. The development of interactive online modules follows Gagne’s model, including gaining attention, informing students of objectives, stimulating the recall of prior knowledge, presenting new material, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Students’ perceptions and feedback can be evaluated at the end of the online modules. In short, this article provides a systematic approach to the design and implementation of interactive online modules, ultimately improving the educational outcomes for dental and other health profession students.

Gestational diabetes knowledge improves with interactive online training modules

BackgroundThe risk of developing type 2 diabetes mellitus (T2DM) is up to 50% among women with gestational diabetes mellitus (GDM). However, diabetes education during and after pregnancy is limited. To bridge this gap, our team developed four training modules on GDM for nurses and community health workers. This pilot study assesses changes in knowledge, self-efficacy for providing diabetes education, attitudes, and intentions to recommend diabetes prevention before and after training completion.MethodsInteractive online modules were disseminated to clinical staff providing care for women with GDM in the United States. Optional pre- and post-training surveys were conducted to gauge the effectiveness of the modules. GDM knowledge (scoring 0–100) was evaluated with a 23 question assessment with total score and individual module scores reported [(# correct/# total)*100]. Self-efficacy for providing diabetes education (scoring 1–10) was evaluated with a 15-question survey and intention to recommend diabetes prevention (scoring 1–5) was assessed with an 8-item survey. Attitudes were assessed with three subscales of the Diabetes Attitude Scale (scoring 1–5). Changes in scores on each scale before and after training are reported using non-parametric Wilcoxon matched-pair signed rank tests.ResultsEighty-two individuals completed baseline evaluation and 20 individuals accessed all modules and completed post-training assessments. Among those completing the training, improvement was noted in GDM knowledge [56.5 (16.0) v. 78.3 (22.0), p < 0.001], self-efficacy for providing diabetes education [6.60 (2.73) v. 9.33 (0.87), p < 0.001], attitudes toward the value of tight control [4.07 (0.79) v. 4.43 (0.86), p = 0.003], and intentions to recommend diabetes prevention measures [4.81 (0.63) v. 5.00 (0.00), p = 0.009)].ConclusionsCompletion of our interactive online modules improved knowledge, intention to recommend diabetes prevention, self-efficacy to provide diabetes education, and attitudes toward the value of tight control among individuals caring for women with GDM.Trial registrationThis study was registered at clinicaltrials.gov, identifier: NCT04474795.

A design thinking approach to developing an online curriculum in interprofessional education in health in South Africa

Background. The design of contemporary curricula in health professions education in South Africa (SA) is constantly evolving, as there is a need to ensure that students are adequately prepared to work in complex healthcare environments. The World Health Organization proposes that a way to accomplish this is through interprofessional education (IPE), where students from two or more professions learn from one another to improve health outcomes. Objectives. To reflect on the design of an introductory module of a postgraduate diploma in IPE in health at a historically disadvantaged institution in SA, where a student-centred approach to learning and teaching was adopted. Methods. Through an auto-ethnographic methodology, a design thinking approach was used to carefully construct and align an introductory module in IPE in the postgraduate programme. Considering the remote learning environment, this article also examines the importance of educational technologies in the design process of this online curriculum. Results. The results of this study demonstrated the process used in the design of an IPE module supported by the five stages of design thinking to critically appraise the student-centred approach to learning and teaching. The instructional design tools used for this module included the university’s learning management system, Google Suite, Flip, Google Jamboard, webinars, presentations, elevator speeches, quizzes and guest speakers. The end product was an interactive online module that was intentionally designed to be interactive and provide students with a core understanding of IPE. Conclusion. This article demonstrates how an IPE module with a focus on theories, models and concepts can provide the foundation for students to understand the importance of IPE to transform the future of healthcare in SA.

The Design and Impact of Interactive Online Modules for Dental Faculty Calibration

The diverse backgrounds of health professions faculty often result in inconsistent teaching, clinical techniques, and feedback for students. Faculty calibration is essential for uniform, high-quality instruction. However, scheduling training sessions is challenging due to faculty availability. This study introduces a self-paced, interactive online approach to dental faculty calibration. Four self-paced online modules were developed using an interactive cloud-based platform. A variety of learning activities were interspersed throughout the module to promote active learning. A survey captured faculty’s perception of the online format. ANOVA analyses examined differences in perceived effectiveness of the online format between full-time, part-time, and adjunct faculty. The platform analytics offered insights into the faculty’s module performance. Anecdotal feedback from faculty provided evidence of behavioral changes. 94% of the faculty expressed high satisfaction with the online format. The majority of faculty agreed or strongly agreed that the online format was effective (89%), engaging (88%), and easy to navigate (84%). They highlighted the modules’ user-friendliness, flexibility, and engaging content. ANOVA analyses revealed no significant differences in perceived effectiveness of the online format between full-time, part-time, and adjunct faculty. Anecdotal feedback demonstrated that faculty were incorporating the knowledge gained from the modules into their teaching practices. This positive online experience also motivated several faculty to integrate similar online approaches into their own courses. This online approach provides a more flexible, sustainable, and interactive approach to faculty development that could be beneficial to other institutions.

Play Well Triple P: Developing and Evaluating a Program to Promote Positive Parental Involvement in Junior Sport.

Parents play a central role in children's ongoing participation and enjoyment of sport. Despite compelling evidence that parental behaviour can undermine the quality of children's experiences in sport, little research has examined whether strategies to support parents to engage in positive sports parenting behaviour are effective. In this paper, we report two studies that had the overall aim of developing, implementing and evaluating a program designed to promote positive parental involvement and improve spectator behaviour in junior rugby league in Australia. Study 1 involved the development of a prototype version of the program, named Play Well Triple P, which was qualitatively evaluated through interviews with 19 parents about their satisfaction with the program. In Study 2, we used feedback from Study 1 to refine the program and develop a pilot version, which was then evaluated in a quasi-experimental feasibility study with 101 parents (mean age = 38.42 years; 72% mothers) of junior rugby league players. The pilot version involved one interactive online module and text messages to reinforce content and prompt strategy implementation across the season. Participation in Play Well Triple P was associated with increased positive sports parenting behaviour and reduced controlling and intrusive sports parenting behaviour, with a trend towards reducing over-reactive parenting practices at home. These findings are discussed in relation to the feasibility of implementing a brief and engaging sports parenting intervention in the context of a broader integrated system designed to facilitate ongoing participation of children in sport.

SAGES White Paper on the importance of diversity in surgical leadership: creating the fundamentals of leadership development (FLD) curriculum.

The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has long recognized and championed increasing diversity within the surgical workplace. SAGES initiated the Fundamentals of Leadership Development (FLD) Curriculum to address these needs and to provide surgeon leaders with the necessary tools and skills to promote diversity, equity, and inclusion (DEI) in surgical practice. In 2019, the American College of Surgeons issued a request for anti-racism initiatives which lead to the partnering of the two societies. The primary goal of FLD was to create the first surgeon-focused leadership curriculum dedicated to DEI. The rationale/development of this curriculum and its evaluation/feedback methods are detailed in this White Paper. The FLD curriculum was developed by a multidisciplinary task force that included surgeons, education experts, and diversity consultants. The curriculum development followed the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model and utilized a problem-based learning approach. Competencies were identified, and specific learning objectives and assessments were developed. The implementation of the curriculum was designed to be completed in short intervals (virtual and in-person). Post-course surveys used the Kirkpatrick's model to evaluate the curriculum and provide valuable feedback. The curriculum consisted of interactive online modules, an online discussion forum, and small group interactive sessions focused in three key areas: (1) increasing pipeline of underrepresented individuals in surgical leadership, (2) healthcare equity, and (3) conflict negotiation. By focusing on positive action items and utilizing a problem-solving approach, the curriculum aimed to provide a framework for surgical leaders to make meaningful changes in their institutions and organizations. The FLD curriculum is a novel leadership curriculum that provided surgeon leaders with the knowledge and tools to improve diversity in three areas: pipeline improvement, healthcare equity, and conflict negotiation. Future directions include using pilot course feedback to enhance curricular effectiveness and delivery.

ATTITUDES TOWARD AGING: EDUCATIONAL INTERVENTIONS FOR MEDICAL STUDENTS

Abstract Ageism is stereotyping, prejudice, and discrimination based on a person’s age, and in healthcare includes the implicit biases of providers. Like many other forms of prejudice, ageism contributes to health disparities and differences in health outcomes. The implicit and explicit biases of clinicians can impact clinical practice, leading to medical decisions based on stereotypes and prejudices. There is inconclusive evidence on undergraduate and graduate medical learners’ attitudes towards aging. Some studies have found that learners hold negative associations with aging, while others have found a mix of positive and negative views toward caring for older adults. Educational interventions and intergenerational contact are two important strategies for increasing awareness and reducing ageism. Hence, it is important to discuss ageism with students and create programs and curricula to combat ageism to ensure the best care is provided to all of our patients. This session will present results from an interactive online module designed for 4th-year medical students that explores ageism and bias. Students completed the Expectations Regarding Aging Survey pre-post. Preliminary results at pre-test show that 70% believe that as they get older, they will be more forgetful and 75% believe the human body is like a car: when it’s old, it gets worn out. Healthcare professionals need to understand the existing gaps in health equity that our older adult patients experience that contribute to ageist attitudes. By drawing attention to professionals’ implicit and explicit biases towards aging throughout medical training, we are able to help older adults receive better care.

An Interactive Curriculum to Teach Person-Centered Contraceptive Counseling.

Following the Dobbs v. Jackson Women's Health Organization Supreme Court decision, it is increasingly important for all providers to be equipped to counsel on contraceptive options. Current curricula are insufficient for medical students to attain competency in contraceptive counseling. Quality contraceptive counseling requires patient-centered communication skills, which are also critical in many other clinical scenarios. Systematic teaching of patient-centered communication is lacking, both in contraceptive counseling and more broadly. We developed a person-centered contraceptive counseling curriculum containing a reference guide, 5- to 10-minute interactive online module, and 30-minute formative standardized patient session for clerkship-year medical students. Performance during formative sessions was evaluated using a checklist, with standardized patients and preceptors providing real-time feedback. We used surveys of knowledge, self-perceived skills, and attitudes about patient-centered counseling to compare students who did and did not receive the curriculum. Twenty-seven students received the new curriculum. The reference guide and online module were easily integrated into a clinical rotation without requiring additional time spent by educators. The formative session required more resources to implement but was valuable for students to solidify the communication skills in the new curriculum. Checklist results showed that students demonstrated many of the counseling skills taught in the module. Survey results about the impact of the new curriculum were promising but limited by the small sample size. The curriculum successfully introduced patient-centered contraceptive counseling skills and provided a valuable practice opportunity. Other sites could adapt components of this curriculum to enhance education in person-centered contraceptive counseling.

Gamified versus non-gamified online educational modules for teaching clinical laboratory medicine to first-year medical students at a large allopathic medical school in the United States

BackgroundMedical educators seek innovative ways to engage learners efficiently and effectively. Gamification has been explored as one way to accomplish this feat; however, questions remain about which contexts gamification would be most useful. Time constraints and student interest present major barriers for teaching laboratory medicine to students. This study aims to compare two versions of an interactive online module, one gamified and one not, for teaching laboratory medicine concepts to pre-clinical medical students.MethodsFirst-year medical students reviewed either a gamified or non-gamified version of an interactive online module in preparation for an in-person flipped classroom session on Laboratory Medicine. Learning theory guided the design of the modules and both contained identical content, objectives, and structure. The “gamified” module included the additional elements of personalization, progress meters, points, badges, and story/role play. After reviewing the module, students completed an anonymous knowledge check and optional survey.ResultsOne hundred seventy-one students completed the post module knowledge check as assigned (82 gamified, 89 non-gamified). Knowledge check scores were higher for the students who reviewed the gamified module (p < 0.02), corresponding to an effect size of 0.4 for the gamified module. Eighty-one students completed optional post-module surveys (46 gamified, 35 non-gamified). Instructional efficiency was calculated using task difficulty questions and knowledge check scores, and the resulting instructional efficiency was higher for the gamified module. There was no significant difference in the student-reported time required to complete the modules. Additionally, both versions of the module were well received and led to positive ratings related to motivation and confidence. Finally, examination of open-ended survey results suggested that the addition of game elements added value to the gamified module and enhanced engagement and enjoyment.ConclusionsIn this setting, the addition of gamification to an interactive online module enhanced learning outcome, instructional efficiency, student engagement and enjoyment. These results should inspire further exploration of gamification for teaching Laboratory Medicine concepts to pre-clinical medical students.

Enhancing Financial Literacy through Digital Programs A Comprehensive Guide using WASPAS Method

Enhancing financial literacy through digital initiatives is a pivotal strategy in today's technology-driven world. These projects offer accessible and interactive education, utilizing technology to deliver content and empower individuals to effectively understand and manage finances. They encompass various tools such as mobile applications, online courses, and interactive simulations, catering to diverse learning styles and preferences across different demographics and professional levels. Covering topics ranging from budgeting, saving, investing to credit management, these programs often incorporate gamification elements to make learning engaging and motivate users to participate seriously in their financial education. Overall, digital initiatives for financial literacy play a crucial role in democratizing access to financial knowledge, equipping people with the skills required to navigate the complex financial landscape and make informed decisions to achieve financial well-being. Research in personal financial management is imperative to address the significant challenges individuals face, including financial struggles, debt accumulation, and poor decision-making. Such research contributes significantly to combating the widespread problem of financial illiteracy by identifying effective strategies and tools tailored to diverse levels of financial literacy among people. Moreover, digital projects offer scalability and accessibility, enabling wider outreach, especially to marginalized communities with limited access to traditional financial education resources. By designing, implementing, and evaluating digital initiatives, researchers can assess their impact on reaching and engaging with underserved populations, thereby enhancing financial inclusion and equity. The WASPASS (Weighted Aggregate Product Assessment) technique yields two significant contributions, particularly through the expertise-driven evaluation of a new technique and the freshly developed LNN WASPAS version, which incorporates numerous criteria selections, thereby enhancing the sector. Seven experts primarily evaluate this version based on nine criteria. Interactive Online Modules, Virtual Workshops, Mobile App, Community Forum and Mentorship Program. Content Quality and Relevance, User Engagement and Interactivity, Effectiveness and Learning Outcomes and Accessibility and Scalability. Analysis in WASPAS Using the method of digital financial literacy programs shows the result. For the mentoring program Got First Grade, the mobile app is ranked low.

Asynchronous e-learning with technology-enabled and enhanced training for continuing education of nurses: a scoping review

BackgroundAsynchronous e-learning has become the mainstream choice since the transformation of learning formats by the coronavirus disease-19 pandemic. This scoping review aimed to examine the technologies used in asynchronous e-learning for the continuing education of clinical nurses and their modes of delivery and effectiveness.MethodsThis scoping review covered the period between 2011 and 2023. Six databases were searched for relevant studies following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) protocol.ResultsSixty articles met the inclusion criteria. There was a noticeable trend toward using diverse technology-enabled and enhanced training (TEET) options after 2017. The enabling technological approaches, such as interactive online modules (25 articles) and video modules (25 articles), are described in the articles. The most commonly used enhancing technologies were scenario-based learning (nine articles), resource access (eight articles), computer simulation or virtual reality (three articles), and gamification (three articles). Among the outcomes, knowledge acquisition was the most commonly examined outcome (41 articles).ConclusionsNotably, many interactive TEET modules were used in asynchronous e-learning. There were few studies on gamification, computer simulation or virtual reality, and scenario-based learning (techniques to enhance intrinsic motivation further). However, the adoption of asynchronous e-learning with advanced TEET options is anticipated to increase in the future. Therefore, objective outcome measures are required to determine the effects of such learning methods on knowledge acquisition and behavioral changes.

Comparison of online and in-person cognitive behavioral therapy in individuals diagnosed with major depressive disorder: a non-randomized controlled trial.

The increased prevalence of major depressive disorder (MDD) amid the COVID-19 pandemic has resulted in substantial growth in online mental health care delivery. Compared to its in-person counterpart, online cognitive behavioral therapy (e-CBT) is a time-flexible and cost-effective method of improving MDD symptoms. However, how its efficacy compares to in-person CBT is yet to be explored. Therefore, the current study compared the efficacy of a therapist-supported, electronically delivered e-CBT program to in-person therapy in individuals diagnosed with MDD. Participants (n = 108) diagnosed with MDD selected either a 12 week in-person CBT or an asynchronous therapist-supported e-CBT program. E-CBT participants (n = 55) completed weekly interactive online modules delivered through a secure cloud-based online platform (Online Psychotherapy Tool; OPTT). These modules were followed by homework in which participants received personalized feedback from a trained therapist. Participants in the in-person CBT group (n = 53) discussed sessions and homework with their therapists during one-hour weekly meetings. Program efficacy was evaluated using clinically validated symptomatology and quality of life questionnaires. Both treatments yielded significant improvements in depressive symptoms and quality of life from baseline to post-treatment. Participants who opted for in-person therapy presented significantly higher baseline symptomatology scores than the e-CBT group. However, both treatments demonstrated comparable significant improvements in depressive symptoms and quality of life from baseline to post-treatment. e-CBT seems to afford higher participant compliance as dropouts in the e-CBT group completed more sessions on average than those in the in-person CBT group. The findings support e-CBT with therapist guidance as a suitable option to treat MDD. Future studies should investigate how treatment accessibility is related to program completion rates in the e-CBT vs. in-person group. ClinicalTrials.Gov Protocol Registration and Results System (NCT04478058); clinicaltrials.gov/ct2/show/NCT04478058.

1297. Design and Testing of an Interactive Module for Improving Understanding and Application of Institutional Antibiograms

Abstract Background Many infectious diseases treatment guidelines recommend incorporating local antibiograms (ABs) into treatment decisionmaking. However, studies suggest many healthcare provider trainees are uncomfortable using ABs and rarely incorporate them into their decisionmaking. Our purpose was to develop a brief online module to develop skills in locating and utilizing an institutional AB and to gather feedback on its utility. Interactive Module for Understanding and Interpreting Antibiograms Screen captures displaying initial framing case with learner response (upper left), stepwise navigation of an antibiogram (upper right), embedded task practice (lower left) , and question from final competency assessment (lower right). Methods We developed and tested the module at the University of California San Francisco, with initial testing among 340 pharmacy students during microbiology instruction. We used the Four-Component Instructional Design framework to inform our design approach. Using the Articulate Storyline platform, we developed an interactive online learning module (Figure 1). The module began with a patient case to introduce the whole task and activate prior knowledge, with learners required to enter a freetext answer to the case prompt. Using visuals and narration with captions, the module then reviewed the basics of an AB and how to use an AB for therapy with known pathogens and for empiric therapy, and use of location-specific and combination ABs. Task practice was provided by case-based questions requiring learner response and providing immediate feedback. The module ended with competency assessment questions including revisiting the original case and the learner's initial answer. Learners completing the module were directed to complete a survey to provide feedback on the module; we report quantitative and qualitative feedback from the survey. Results We received 131 survey responses (38.5%). 111/131 (85%) rated the educational value of the module as “Extremely valuable”, and 103/131 (79%) rated the module as having “Excellent usability”. Primary themes among positive feedback included the interactive elements, stepwise approach, and questions with feedback; constructive feedback included desire for speed control of the narration and sound quality. Conclusion An interactive online module for learning about ABs was highly rated by learners and may be valuable to help clinicians apply ABs in practice. Future studies should include other health professions learners, delayed assessment to measure retention, and customization for different institutional ABs. Disclosures Conan MacDougall, PharmD, MAS, Merck: Advisor/Consultant.

Does online engagement matter? The impact of interactive learning modules and synchronous class attendance on student achievement in an immersive delivery model

One Australian public university is radically changing the way it delivers higher education, introducing a 6-week immersive scheduling delivery model across all units and courses. Despite the emerging success of block and immersive models for raising the performance of diverse student cohorts, the design factors underpinning positive outcomes are underexplored. This paper presents a mixed methods study of the impact and value of student engagement with interactive and responsive online content modules and synchronous classes in an immersive scheduling model. The findings indicate that behavioural engagement with online learning modules has a positive effect on academic success and is a significant predictor of a higher final score. Qualitative data indicate several attributes of high-quality online learning modules that students appear to associate with engagement and deeper learning in the immersive model: interactivity, media richness, constructive alignment, flexibility and responsiveness. Synchronous class attendance did not impact final scores; however, students nonetheless valued the opportunity to form safe and supportive communities of inquiry during classes. This study demonstrates that in times of increasing demand for more flexible learning, immersive scheduling models that are founded on active learning principles and embed interactive, responsive, media-rich online learning modules can improve student engagement and performance. Implications for practice or policy: Higher education practitioners should integrate interactive, responsive, media-rich and constructively aligned online learning modules into curricula. Synchronous active learning classes that create safe communities of inquiry should be offered alongside options for asynchronous participation. Low levels of engagement with online learning modules should prompt follow-up from educators to raise engagement and bolster academic achievement. Immersive delivery models are effective curriculum innovations that, when designed with interactive online modules, can support improved academic achievement.

Determining the Feasibility and Effectiveness of a Virtual Interactive Residents-As-Teachers Curriculum: A Proposed Pilot Study

Background Recently, we conducted a national targeted needs assessment survey of U.S. radiation oncology resident physicians, in which respondents expressed a desire for training in specific teaching scenarios across a variety of audiences.1 We describe a pilot study for a virtual, interactive Residents-As-Teachers (RaTe) curriculum to assess the feasibility and efficacy of such a curriculum for radiation oncology residents. Methods This longitudinal curriculum is being implemented with radiation oncology residents of all levels at a single institution for a pilot study, with support from program and departmental leadership. For individual assessment, participants will be recorded giving a presentation before and after taking the online modules, and the recording will be analyzed for various teaching skills by two evaluators based on objective structured teaching evaluations. Participants will also complete self-assessment questionnaires before, immediately after, and 6 months after the intervention to evaluate the development of their teaching skills. For curriculum evaluation, we will have the pilot study participants complete anonymous questionnaires after each module and at the end of the course to provide feedback on their experiences. Their responses will inform further improvement of the curriculum for future iterations. Results There are six modules planned for the RaTe curriculum for radiation oncology residents, each between thirty minutes to an hour long. The six course modules will be: (1) Teaching in the outpatient oncology clinic, (2) Creating an inclusive interdisciplinary learning environment, (3) Teaching contouring and plan evaluation, (4) Creating and delivering evidence-based PowerPoint presentations, (5) Giving mini-lectures "on the fly", and (6) Giving effective feedback. With funding from our institution, we plan to use a learning management system to create interactive online modules and enlist the help of the educational technology team for creating and incorporating video simulations of teaching scenarios. Discussion We have previously demonstrated that there is a need for a radiation oncology-specific RaTe curriculum. Additionally, there is a need for periodic reinforcement of teaching skills, as studies have shown that even within a year, teaching quality can decrease after the intervention of a RaTe curriculum. In the long term, we plan to make these modules readily available for residents to review, and easily accessible so that residents at other institutions can use them as well. Since radiation oncology residency programs are relatively small compared to other specialties, creating a national standardized curriculum is the most accessible way to implement a RaTe curriculum for all radiation oncology residents. Recently, we conducted a national targeted needs assessment survey of U.S. radiation oncology resident physicians, in which respondents expressed a desire for training in specific teaching scenarios across a variety of audiences.1 We describe a pilot study for a virtual, interactive Residents-As-Teachers (RaTe) curriculum to assess the feasibility and efficacy of such a curriculum for radiation oncology residents. This longitudinal curriculum is being implemented with radiation oncology residents of all levels at a single institution for a pilot study, with support from program and departmental leadership. For individual assessment, participants will be recorded giving a presentation before and after taking the online modules, and the recording will be analyzed for various teaching skills by two evaluators based on objective structured teaching evaluations. Participants will also complete self-assessment questionnaires before, immediately after, and 6 months after the intervention to evaluate the development of their teaching skills. For curriculum evaluation, we will have the pilot study participants complete anonymous questionnaires after each module and at the end of the course to provide feedback on their experiences. Their responses will inform further improvement of the curriculum for future iterations. There are six modules planned for the RaTe curriculum for radiation oncology residents, each between thirty minutes to an hour long. The six course modules will be: (1) Teaching in the outpatient oncology clinic, (2) Creating an inclusive interdisciplinary learning environment, (3) Teaching contouring and plan evaluation, (4) Creating and delivering evidence-based PowerPoint presentations, (5) Giving mini-lectures "on the fly", and (6) Giving effective feedback. With funding from our institution, we plan to use a learning management system to create interactive online modules and enlist the help of the educational technology team for creating and incorporating video simulations of teaching scenarios. We have previously demonstrated that there is a need for a radiation oncology-specific RaTe curriculum. Additionally, there is a need for periodic reinforcement of teaching skills, as studies have shown that even within a year, teaching quality can decrease after the intervention of a RaTe curriculum. In the long term, we plan to make these modules readily available for residents to review, and easily accessible so that residents at other institutions can use them as well. Since radiation oncology residency programs are relatively small compared to other specialties, creating a national standardized curriculum is the most accessible way to implement a RaTe curriculum for all radiation oncology residents.

An educational intervention to facilitate appropriate subspecialty referrals: a study assessing resident communication skills

BackgroundOur goal was to improve pediatric residents' advanced communication skills in the setting of referral to address the entrustable professional activity of subspecialty referral identified by the American Board of Pediatrics. To accomplish this aim, we created a referral and consultation curriculum to teach and assess core communication skills in subspecialty referral involving an adolescent with syncope, an anxiety-provoking symptom that is rarely associated with serious pathology.MethodsWe utilized blended multimodal educational interventions to improve resident communication skills in referral of patients. Trainees participated in 1) an interactive online module on syncope focusing on “red-flag” symptoms that would warrant a subspecialty cardiology referral and 2) a 4-h intervention with Standardized Parents (SPs), focusing on the case-based application of communication skills. Communication skills were assessed by two pre- and post- Objective Structured Clinical Examination encounters of patients with syncope, with an SP evaluation using a 20-item checklist. Analysis was performed with Sign test and McNemar’s test. Trainees provided feedback on a Critical Incident Questionnaire, which was analyzed qualitatively.ResultsSixty-four residents participated. There was an overall improvement in communication skills based on SP scores (82.7 ± 10.9% to 91.7 ± 5.0%, p < 0.001), and 13/20 items demonstrated significant improvement post-intervention. Residents’ improved performance enabled them to address patient/family emotions, explain referral logistics, and clarify concerns to agree on a plan.ConclusionsBy participating in this curriculum, residents’ communication skills improved immediately post-intervention. Further research is needed to assess if this intervention improves patient care by providing residents with enduring skills to judiciously manage the referral process.

331-OR: Gestational Diabetes Knowledge Improves with Interactive Online Training Modules

Background: GDM (gestational diabetes mellitus) increases the lifetime risk of maternal T2DM by 7-fold and increases the risk for maternal and fetal complications. Prenatal education on nutrition, exercise, and T2DM risk among women with GDM increases the likelihood of postpartum diabetes screening. However, access to diabetes education is limited. To address this gap, we created four GDM training modules for nurses and community health workers (CHW) and studied changes in knowledge, attitudes, and intentions before and after training completion. Methods: Online modules (45-60 minutes each with interactive cases and integrated knowledge check questions) were distributed through multiple professional organizations to clinical staff providing care for women with GDM with optional pre- and post-evaluation surveys.Data were not normally distributed. We described baseline population characteristics, GDM knowledge, attitudes, and intentions using median score and interquartile range. We evaluated changes in scores on knowledge, attitude, and intention scales before and after training using non-parametric Wilcoxon matched pair signed rank tests. Results: Seventy-eight individuals completed baseline evaluation (99% female, median age 40, 65% white non-Hispanic; 54% LPN/RN, 22% CHW, 24% other degree) . Nineteen individuals completed all 4 modules and post-training assessments. GDM knowledge improved significantly after training (median pretest - posttest score: 56% to 78%, p&amp;lt;0.001) . The biggest improvement in knowledge was noted in monitoring, medications, and hypoglycemia prevention (51% to 77%, p&amp;lt;0.001) . Intention to recommend diabetes prevention methods also increased after training (median pretest - posttest score: 35.5 to 39.4, max. score 40, p=0.009) . Conclusion: Interactive online modules improved knowledge and intention to recommend diabetes prevention methods. Access to such curricula is critical for improving access to diabetes education among patients. Disclosure P.Krutilova: None. R.C.Williams: None. R.Morey: None. C.Field: None. R.Byrth: None. M.D.Tepe: Other Relationship; Merck &amp; Co., Inc. C.J.Herrick: Consultant; Teladoc Health, Other Relationship; Eli Lilly and Company, Merck &amp; Co., Inc. Funding NICHD K23HD096204NIDDK T32DK007120

I Don't Have a Diagnosis for You: Preparing Medical Students to Communicate Diagnostic Uncertainty in the Emergency Department.

IntroductionDiagnostic uncertainty abounds in medicine, and communication of that uncertainty is critical to the delivery of high-quality patient care. While there has been training in communicating diagnostic uncertainty directed towards residents, a gap remains in preparing medical students to understand and communicate diagnostic uncertainty. We developed a session to introduce medical students to diagnostic uncertainty and to practice communicating uncertainty using a checklist during role-play patient conversations.MethodsThis virtual session was conducted for third-year medical students at the conclusion of their core clerkships. It consisted of prework, didactic lecture, peer role-play, and debriefing. The prework included reflection prompts and an interactive online module. The role-play featured a patient complaining of abdominal pain being discharged from the emergency department without a confirmed diagnosis. Students participated in the role of patient, provider, or observer.ResultsData from an anonymous postsession survey (76% response rate; 202 of 265 students) indicated that most students (82%; 152 of 185) felt more comfortable communicating diagnostic uncertainty after the session. A majority (83%; 166 of 201) indicated the session was useful, and most (81%; 149 of 184) indicated it should be included in the curriculum.DiscussionThis virtual session requires few facilitators; has peer role-play, eliminating the need for standardized patients; and is adaptable for in-person teaching. As its goal was to introduce an approach to communicating diagnostic uncertainty, not achieve mastery, students were not individually assessed for proficiency using the Uncertainty Communication Checklist. Students felt the session intervention was valuable.

Abstract TMP88: Development Of An Interprofessional Pediatric Stroke Program Across A Fourteen Hospital Healthcare System In Southern California

Background: An annual estimate of 1.0 to 2.0 in every 100,000 children are affected by stroke. The American Stroke Association (ASA) recommends the development of education programs to expand provider knowledge and establish systems to facilitate efficient pediatric stroke care. We embarked on establishing a regionwide, multidisciplinary pediatric stroke program consistent with the ASA goals of prompt recognition and management of stroke in pediatric patients across the organization’s 14 hospitals. Methods: In February 2020, we established a workgroup consisting of a stroke neurologist, pediatric physicians, stroke coordinators, clinical nurse specialists, nurse educators, clinical informaticists, and clinical nurses. The objectives were to standardize the pediatric stroke algorithms for the inpatient, emergency, and ambulatory settings; identify documentation tools specific for pediatric stroke; and develop education modules. The primary goal was immediate specialty consultation and transfer of pediatric stroke patients to the appropriate level of care. Nursing flowsheets were enhanced to include the Pediatric NIH Stroke Scale. The pediatric stroke education was designed as a multimodal program tailored for each professional role and work area. Education was implemented utilizing strategic methods to initiate (interactive online modules), reinforce (huddles, skills day), and sustain (annual updates) knowledge on pediatric stroke recognition, escalation, and management. Results: The organization’s pediatric stroke algorithms, documentation tools, and online modules raised awareness on this low-volume, high-risk pediatric condition. It is anticipated that referrals to the regional telestroke and the comprehensive stroke center will increase, resulting in timely treatment and better outcomes. Conclusion: Development of a regionwide pediatric stroke program requires the support and commitment from leadership and clinical stakeholders. Next steps for the organization’s pediatric stroke workgroup will include establishment of quality metrics relevant to pediatric stroke, including timeliness of subspeciality assessment and transfers, and initiation of emergent interventions.

Assessment of sun-safety education behavior via spectrophotometric evaluation: A preliminary study.

Biases inherent in self-assessment of sun exposure and sun-safe behavior may lead to inaccurate conclusions about the effectiveness of sun-safety educational programs. We aimed to compare self-reports to objective measures of sun exposure, when examining the effectiveness of passive versus active educational interventions. From May to June 2018, 73 participants recruited at a dermatology clinic were sequentially assigned to receive sun-safety education through one of 3modes: interactive online module, video, or no education. A baseline Sun Exposure and Behavior Inventory (SEBI) questionnaire was administered, and spectrophotometric measurements of sun-exposed and sun-protected areas were taken and reported in the CIE L*a*b* color space. Participants were followed 4-8 and 16weeks after the initial visit where the SEBI was re-administered, and serial measurements of skin color were taken. The change in SEBI scores and L*a*b values, as calculated by the individual typology angle (ITA°), was analyzed. There was a significant increase in skin darkening in all the groups at 4-8 and 16weeks follow-up. There was no statistically significant difference between the groups in the magnitude of color change. However, subjectively at 4-8 weeks post-intervention, participants in the interactive module and video groups had significantly improved self-reported SEBI scores compared to control (p<.05, Kruskal-Wallis). By 16weeks, only the interactive module group showed significant improvement in SEBI scores compared to control (p<.05, ANOVA). In determining the effectiveness of sun-safety programs, spectrophotometric evaluation of sun-induced skin pigmentation can allow for a more complete evaluation of self-reported sun exposure and sun-protective behavior.